Democratização do ensino superior: um olhar na trajetória dos cursos de graduação, Campus I da UFPB, sob o enfoque da alteridade

Abstract

In order for the public policies regarding access to University to present the expected efficacy, it is necessary that the diverse factors, which positively and negatively influence the entrance and the permanence of the student until his consequent graduation, be diagnosed and evaluated, so that strategies can be outlined to combat the high rates of divergence between the quantity of entrants and graduates in undergraduate courses. This fact interferes in the success rate and, consequently, in the sensu of public institutions. Given the above, this research has as its main objective to analyze data related to the main causes associated with the interruption of the academic trajectory of students in undergraduate courses, trying to observe the language that the University emits through these data. Theoretically, we seek support in the various official documents that govern the quota policy in our country and in Discourse Analysis, to observe the alterity between the various documents. As specific objectives, we will try to: 1- Identify the multiple causes of the interruption of the academic trajectory of students in undergraduate courses; 2- Show which areas of knowledge concentrate a larger number of interruptions and 3- Observe data about the trajectory of quota students and non-quota students involved in this process. Methodologically, we will collect data from all the undergraduate courses on UFPB‟s Campus I, in order to observe the objectives described in the project. We hope that the identification of internal or external factors that lead to dropping out and discontinuation will subsequently guide future decisions about academic intervention policies that help to minimize these problems.